The Heshe and Harriet Seif Jewish Learning Initiative on Campus (JLIC) strives to tailor its activities to the particular needs and culture of each local campus environment and in a manner that would accentuate the unique strengths and talents of the couple. As a result, key aspects of the program, such as the target populations, specific JLIC activities and Shiurim, relationships with student leadership, etc., will differ significantly from campus to campus. However, while the specific activities and focus at each campus might differ, each JLIC couple utilizes the same overall techniques and approach. There are five hallmarks of JLIC's educational methodology which are then adapted and applied within each local campus context.

1. Relationship building: Instead of relying solely on programs or Shiurim as the primary means of impacting students, JLIC stresses the need for a personalized and individualized approach. JLIC educators cultivate informal relationships with students, creating a trusting, comfortable environment for students to explore their needs, challenges and issues. In addition, JLIC recognizes that important values are often communicated non-verbally through interaction and relationships. JLIC educators are encouraged to make themselves a "constant presence" within the Hillel, and to interact with students in informal settings, most notably, meals eaten in the Kosher dining halls. JLIC couples also offer opportunities for Chavrutot, or personalized learning sessions with students. One educator utilizes the slogan, "any text, any time" as a means of advertising his approachability. Chavrutot enable the educators to engage students on their own terms, around a topic that is of particular interest to the individual student, affording the flexibility and intimacy needed to encourage and nurture personalized growth for each student.

2. Jewish learning programs and activities: JLIC couples coordinate and/or offer a wide-range of activities that promote Jewish awareness and learning. Every couple offers a menu of regular ongoing Jewish learning classes/Shiurim, often targeted toward specific audiences, such as a weekly in-depth (Iyun) Talmud Shiur or a class designed to promote Jewish ideals of health and wellness to students who work out in the gym. Other activities center on Jewish holidays and religious observance, such as a Friday night Oneg, or women's Rosh Chodesh group. These activities/Shiurim often emerge in response to the particular interests of Jewish students on campus, or are co-coordinated by students, such as the weekly Beit Midrash programs that occur on a number of JLIC campuses.
In addition to their regular, ongoing classes, JLIC educators also offer special events/activities throughout each semester. These events/Shiurim range from one-time or short-run Shiurim, well-known speakers, Shabbatonim, to holiday activities and Jewish music concerts. In recognition that many Jewish students are not prepared to commit to attending a weekly Shiur, these activities offer the opportunity for the couples to relate to a larger number of students, to reach a different/varied target population, and to engage the students in a community-wide setting.

3. Infrastructure: The third hallmark of JLIC is the creation and/or support of infrastructure that promotes or makes it easier or more compelling for students to lead an observant lifestyle while on campus. JLIC educators have influence on campus-based infrastructure in numerous, critical and often subtle ways. Examples of JLIC infrastructure support during a typical semester could include: creating and maintaining an Eruv on campus, developing an appealing Friday night Oneg as an attractive alternative to campus parties, organizing and maintaining a daily Minyan, developing Shabbat afternoon programming, providing pre-marital preparation through individualized sessions (Chatan and Kallah classes) for men and women, providing Hashgacha and support of Kosher food options on campus, serving as a resource for individual and communal Halachic questions, advocating to the university regarding sensitivity of Orthodox needs and limitations, and enhancing the quality of the Beit Midrash, including fundraising toward the purchase of new Seforim.

4. Modeling: JLIC recognizes that an important vehicle for communicating important values and ideals is through modeling and setting an example. The JLIC couples present a positive face towards Judaism and religious observance through their engaging, enthusiastic and welcoming attitudes and perspective. One Hillel professional recently related the importance of these qualities to the National Director of JLIC through his testimonial that JLIC is the "heart" of his Hillel.

It is important to note that both the male and female educator positions are considered paramount and are provided separate salaries. JLIC feels that it is critical to provide not just male Orthodox role models, but also strong female role models. In this regard, JLIC provides one of the few available avenues for Orthodox female educators to work on campus. Orthodox female educators are typically not considered for campus Rabbi/educator positions in Hillel because of their ineligibility to attain Semicha within an Orthodox setting.

The presence of a Jewish family on campus also helps to expand the students' focus and incorporate it in the hierarchy of values that they develop while on campus. Often, the couples are most visible as a family on campus during Shabbat and holidays. On many campuses, the JLIC educators and their children dine with students within the context of meals at the local Hillel. On other campuses, JLIC educators invite students into their homes to experience festive Shabbat meals.

5. Student Leadership: The culture of campuses, especially within the context of Hillel, is often geared toward the independence and empowerment of students to plan for and provide their own programming and community development. JLIC strives to engage naturally in this environment by working collaboratively with students rather than simply providing top-down programming. Students are often involved in planning and implementing JLIC educational experiences. The balance of proactivity on the part of JLIC educators with student initiative and involvement is very much an art rather than a science, but one that is crucial to the success of the program on campus. In addition, student empowerment is often a key factor in developing the leadership qualities and the sense of communal responsibility among students, thus bearing important educational value in its own right.